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I Reading and Phonetics 1 

for the | 

Lower Grades I , 



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ELIZABETH E. KEPPIE 

State Normal School, Los Angeles 
Price Fifty Cents 



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Copyright 1918 by Elizabeth E. Keppie 



OUTLINE 

of a 

Plan for Teaching Reading 
and Phonetics 

in the 

First Four Grades 

Prepared for 

The Student Teachers 

by 



ELIZABETH E. KEPPIE 

Supervisor of Primary Reading 

State Normal School, Loa Angeles, 1918 






• SEP 24 I9H 

)C!.A504696 



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Reading Bibliography 

Books on Teaching Reading. 

Arnold Reading : How to Teach It. 

Briggs & Coffman Reading in the Public Schools. 

Chapman & Rush Scientific Measurement of Classroom Prod- 
ucts. 

Clark How to Teach Reading. 

Dearborn, W. F Psychology of Reading. 

Field, W. T Fingerposts to Children's Reading. Chapts. 

1, 2, 4, 5, 6. 

Fleming The Art of Reading and Speaking. 

Free, Margaret Primary Reading: A Manual. Pp. 5-42, 

52-76. 

Gesell, A. L. & B. C The Normal Child. Chapts. 15, 11, 14, 10. 

Hunt, Clara W What Shall We Read to the Children ? 

Huey . Pedagogy and Psychology of Reading. 

Jenkins, Frances Reading in the Primary Grades. 

Klapper, Paul Teaching Children to Read. Chapts. 1, 3, 4, 

6. Pp. 89-92, Chapt. 8. 

Laing, M. E Manual for Teachers. Chapts. 15, 16. 

McClintock, P. L Literature in the Elementary School. 

Chapts. 1, 12, 14. 

McMurry Special Method in Reading. 

Rapeer & Others Teaching Elementary School Subjects. 

Sherman & Reed Essentials of Reading. 

Sawyer, Nettie A Five Messages to Teachers of Primary 

Reading. Pp. 50-64, 68-85. 

Welch, F. S Literature in the Schools. 

Magazine References. 

Journal of Educational Psych., Vol. VII., No. 4, pp. 201-212. 
April, 1916. Oral and Silent Read. 

Journal of Educational Psych., Vol. VI., No. 6. Silent vs. Oral 
Reading With 160 6th Grade Children. 

Elementary School Teacher, Vol. XIV., No. 8. pp. 365-378, 
April, 1914. Reading Tests. 

Journal of Educational Psych., Vol. VI., No. 1, pp. 1-24, Jan., 
1915. The Measurement of Efficiency in Reading. 

Elementary School Journal, Vol. XVII., No. 4, pp. 266-275. 

Educational Review, Vol. 8, p. 283-6. Rapid Reading, A. M. 
Abell. 



4 Plan for Teaching Reading and Phonetics 

Proc. N. E. A., 1893, p. 756-66. T. M. Balliet. Some Associa- 
tion Tracks Involved 1 in Reading. 

Teachers' Col. Record, V. 7, p. 73-87. Reading, First Year, 
Edith C. Barnum. 

Education, V. 33, p. 539-63, T. H. Briggs. The Eye and the 
Printed Page ; the Right Way to Read. 

Elementary School Teacher, V. 14, p. 477-90, H. A. Brown. 
Measurement of Efficiency in Reading. 

Forum, V. 25, p. 315-28, John Dewey. The Primary Education 
Fetich. 

Ped. Sem., V. 7, p. 139-40, Irving. Home Reading of School 
Children. 

Proc. N. E. A., 1899, p. 1044-51, Isabel Lawrence. Children's 
Interest in Literature. 

Education, V. 34, p. 361-64, Laura E. Mau. The Teaching of 
Beginning Reading. 

Pop. Sci. Mo., V. 54, p. 382-92, G. T. W. Patrick. Shall Chil- 
dren Under Ten Learn to Read and Write? 

Proc. N. E. A., 193, p. 326-8, Mrs. A. H. Putnam. Shall Read- 
ing and Writing Be Taught in the Kindergarten? 

Ped. Sem., V. 14, p. 208-22, Franklin Smith. Children's Vol- 
untary Reading. 

Teachers' Col. Record, V. 7, p. 367-71, Katherine Welles. Read- 
ing and literature, Second Year. 

Ped. Sem., V. 5, p. 523-40, Clark Wissler. The Interests of 
Children in the Reading Work of the Elementary Schools. 

Manuals Which Are Helpful. 

Elson-Runkel, Story Hour ; Horace Mann, Summers ; Progress- 
ive Road, Free & Treadwell; Thompson. 

Books on Phonetics. 

Burrell, Clear Speaking and Good Reading. 

Hitchcock, Enlarged Practice Book. 

Pettengill, H. R. Manual of Orthography. 

P. Smith, Oral English for Secondary Schools. 

Sweet, Primary of Phonetics. 

Van Liew-Lucas, Phonics and Reading. 

Books on Dramatization. 

P. Chubb, Festivals and Plays. 

E. W. Curtis, Dramatic Instinct in Education. 






Plan for Teaching Reading and Phonetics 5 

Finlay-Johnson, Dramatic Method of Teaching - . 

E. S. Fry, Educational Dramatics. 

A. M. Herts, Children's Educational Theater. 

C. D. Mackay, How to Produce Children's Plays. 

Simons-Orr, Dramatization. 

S. E. Woodbury, Dramatization in Grammar Grades. 

Whitney, Socialized Recitation. 

Books on Story Telling. 

C. Bailey, For the Story Teller. 

Bryant, How to Tell Stories to Children. 

Cowles, Art of Story Telling-. 

Field, Fingerposts to Children's Reading. 

Keys, Stories and Story Telling. 

Lyman, Story Telling. 

Moses, Children's Books and Reading. 

Welsh, Book of Nursery Rhymes. 

Wyche, Some Great Stories and How to Tell Them. 

Shedlock, The Art of the Storyteller. 

Books of Children's Poetry. 

Burke, Children's Verse. 
Burton & Stevenson, Days and Deeds. 
Children's Hour Series, Poems and Rhymes. 
Dempster, Little Folks' Lyrics. 
Johnson, Little Folks' Book of Verse. 
Lovejoy, Nature in Verse. 

McMurry & Cook, Songs of Treetop and Meadow. 
Olcott, Story Telling Poems, 
Repplier, Book of Famous Verse. 
Riley, Child Rhymes. 
Stevenson, Child's Garden of Verses. 
Thaxter, Stories and Poems for Children. 
Welsh, Book of Nursery Rhymes. 
Wiggin & Smith, The Fairy Ring. 

Wiggin & Smith, Golden Numbers, Work-a-day Doings, On 
the Farm. 

Books About Children's Poetry. 

Hunt, What Shall We Read to the Children, Chapts. 1, 2, 3. 
Moses, Children's Books and Reading, Chapt. 3. 
Olcott, Children's Reading, Chapt. 9. 



Plan for Teaching Reading and Phonetics 

First Grade 



Aim. 



The aim of all reading is to make trie child master of the 
printed page and create a taste for good literature. In beginning 
reading we must provide food which stimulates, provokes or chal- 
lenges the child's thot, and we must give him the key to self- 
helpfulness. The first determines the material to use; the second 
embraces the method of procedure and the mechanics of reading. 

Reading and phonetics are essential in teaching primary reading 
and should occupy different periods in each school day. The printed 
veil — the printed sentence — is the interference with the child's en- 
joyment of stories in books. This must be removed first thru learning 
the words from their setting and' later thru the study of phonetic 
•combinations. The reading at first must be intensive, that is, studied 
under the teacher's direction and inspiration, later it becomes ex- 
tensive as the pupil grows in power and independence. 

Basis for Teaching. 

The child of English speaking parents comes to school with 
an oral vocabulary. He talks in sentences. The child of foreign 
parents often comes with little or no speech vocabulary in English. 
For the foreign child the English language must be taught before 
any reading is attempted. All children have a love for activities, 
songs, stories, rhymes, pets, playmates, toys, pictures and' home 
associates. Upon these interests base the first reading lessons. 

Habit Formation. 

THE SENTENCE. 

The child of English speaking parents talks in sentences. We 
encourage him to talk in sentences about his observations, his play, 
his experiences, and the stories he knows, to say the rhymes he 
has learned and to sing songs. The sentences, based upon these 
interests which he gives, use as his first reading lessons. 

These sentences are expressions of the child's whole thots. 
They are composed of phrases ; the phrases are composed of words ; 
the words are composed of phonetic elements. These phonetic ele- 
ments are found in the new combinations that the child will meet. 
Follow these steps in teaching reading. Go from the whole to the 
parts, then build these parts into new wholes. This is an analytic — 
synthetic method of procedure. 



Plan for Teaching Reading and Phonetics 7 

Eye Movement. 

Since correct eye-movement must be established from the first 
the sentence of one word, such as "Hop" is taboo. Such a sentence 
as "Hop to the door, John," is more worth while to the child, and 
a group of words insures a sweep of the eye and habituates the 
eye in traveling to the right in search of the rest of the sentence. 

Print and Writing. 

Only standard print should be presented. No printing by the 
teacher on a chart or the board should be allowed. The teacher's 
print is not standardized, so if the teacher prints the child has 
to learn three forms, namely, teacher's print, teacher's script and 
standard print. Printing should be on paper or cardboard with 
the rubber stamp or a printing press. Print is the shortest cut to 
book reading. 

Blackboard writing should be large and according to the forms 
of the State Series — Zaner. 

Writing on the blackboard is the easier and more flexible form 
to use for development lessons and drill work and for clearing up 
individual difficulties. 

Steps in Beginning Reading. 

Don't be in too great a hurry to begin formal reading. Secure 
thru games, walks and occupational work freedom of body, and 
thru talks about the child's interests, freedom of speech and correct 
use of the English language. When the child is a social member of 
your school-family, and is no longer timid and awkward, and when 
he has good command of our Mother Tongue is the time to begin 
teaching formal reading. 

STEPS FOR FIRST FORMAL READING LESSON. 

1. Talk about some activity in which the child is vitally inter- 
ested and so wants to tell to the rest. If it is about the story the 
pupils have dramatized, the game they have played, the walk they 
have taken, the work they are doing, or the garden they are making, 
each child should be so brimful of interest in the subject that he 
has something worth telling about it. The teacher's definite questions 
should call forth good, lively responses whose sentence structure and 
vocabulary are likely to be simple and childlike. She selects the 
response which makes the best beginning sentence. This she writes 
on the board, saying it as a whole when finished, as she passes her 
pointer or hand under it zvithont a break. Each child shows that he 
knows it, too, by his running the pointer under the sentence, as he 



8 Plan for Teaching Reading and Phonetics 

says it in the natural rhythm. (Natural rhythm means keeping 
together the related words.) If the teacher starts with print she 
must have prepared slips, one for each child. Holding the slip in 
his hand, each child reads his sentence to the rest just as the teacher 
read hers, which she has placed' on the chalk tray. 

2. After the child knows the sentence as a whole divide it 
into its natural groups by letting some child draw a line where the 
teacher pauses. Write the group under the original group many 
times until he knows each group by comparison. 

3. Present the group on a phrase card — written on one side and 
printed on the other — until he knows it by itself, or independent of 
its setting in the whole sentence. 

4. Divide the group into words by letting the children draw 
lines under, or circle around, each word as named. 

5. Write the words under those in the group so that he can 
compare. Write each word many times near the original. 

6. Present the words on flash cards, written and printed, so that 
he knows them apart from the group. 

7. Rearrange the words into new sentences and drill, Drill, 
DRILL. 

Only when the child knows the words "at sight," whenever and 
wherever he meets them, does he really know them as "sight words." 
Such words as "the," 'a," "of," etc., are taught as incidental word's, 
and should never be presented apart from their contex to beginners. 

8. After the child knows two or more words containing the 
same phonogram it is time to begin the last step in the analysis of 
the sentence, namely, that of separating the words into their pho- 
netic elements. (Under the heading "Phonetics" this step is further 
explained.) 



Study-Recitation. 

Study-recitation as the name implies is study under the teacher's 
direction and recitation of the same during the reading period. Every 
reading lesson in the first grade should be a study-recitation. That 
is, the pupils and teacher work together to see that all the word 
problems are removed by study before any sentences are read orally. 
Tackle all new words from the context side first. If the child has 
some phonetic knowledge let him try sounding unfamiliar word's. If 
his phonetic knowledge is meagre, let him sound out the beginning 
and the teacher sound the rest and let him blend the parts. If he 
can't get the word then, or if he has no phonetic knowledge to help 
him solve the word, he must be told it until his phonetic power is 
greater. 



Plan for Teaching Reading and Phonetics 9 

Silent reading - , or finding out what the sentence means, must 
always precede oral reading, or telling what it says. Oral reading at 
first is to let the teacher know if the child understands the sentence ; it 
is not for the pleasure of the class. So it is not necessary to have 
the beginning pupil leave his seat and face the class every time nor 
for the rest of the class to keep the same place all the time. When a 
pupil reads some sentence or sentences especially well the rest of 
the class might benefit by hearing him and following the reading 
in the book. 

Drills. 

PURPOSE — The purpose of all drill work is to make the sub- 
ject matter function automatically in the life of the learner. 

NATURE — Drills must be interesting, varied, purposeful, lively, 
quick and short. 

The teacher is more apt to develop a lesson well than she is to 
provide interesting drill for material developed. To make drills 
interesting, to keep them from becoming tiresome and monotonous, 
is a great art, and demands a live teacher and much preparation. 

MATERIAL — Drills should be on words developed by context 
or phonetics during the study-recitation period. Use only those words 
which the pupil has not seen sufficiently to have thoroly mastered. 
Never use isolated, neiv word's. Word drills include : 

1. Hard words from previous lessons not always known when 
met alone. 

2. Words which recall no image, such as "for," "who," "no," etc. 

3. Words having a decided similarity as "which," "what," "lit- 
tle," "kettle," etc. 

4. Words carelessly or lazily pronounced, as "must," "first" ; 
doing, seeing ; men, get ; etc. 

TIME — Drill on words from previous lessons which are still 
troublesome should precede the new reading lesson. Drill on the 
difficult words of the current lesson should conclude each lesson. 

All sorts of drill devices to insure the child's complete mastery of 
words tax the ingenuity of every teacher. Care must be exercised 
at this point that the device be kept subservient to the purpose of 
the drill — fixing the words in the child's sight vocabulary. 

CAUTION — Be careful in drill work that the device does not 
overwhelm the subject matter. Don't lead the imagination into wrong 
paths. Such devices as drawing circles or squares around words or 
underlining words, erasing words, playing the "Is it" game, placing 
the cards on the chalk tray and calling for them, turning them face 



10 Plan for Teaching Reading and Phonetics 

down on the desks of different children and having competitive 
exercises in finding the word called for, are drill exercises which 
appeal to the child and which cannot confuse his associations. 

DO NOT— 

1. Use colored crayons to call attention to special words. 

2. Draw irregularly around* words in order to make the child 
think they are kites or apples or animals. 

3. Write irregularly to represent crossing a brook or climbing 
a hill. 

All these means used to impress difficult words make wrong 
associations for the child and the progressive teacher will not employ 
them. 



Incidental Reading. 

Reading and language should permeate every subject taught in 
the first grade and not be limited to certain periods. In the history 
stories the Indians, wigwams, etc., can be labeled with slips which 
say, "This is a wigwam," "This is an Indian." As a result of the 
nature work the silkworms, cocoons, etc., may be labeled "The silk- 
worm spins a cocoon," etc. Seeds collected during walks may be 
mounted on a chart with a sentence opposite each seed. For the 
heading of the chart, print "Seeds Can Move." Under this and 
opposite some attached milkweed seeds, print "I can ride on the 
wind." Opposite an acorn, print "I can ride on the water." Opposite 
some burrs, print ''I can ride on a dog's tail." Opposite some maple 
keys, print "I can fly." 

In the language lessons make little stories about pictures. These 
should be printed on charts and read. For indoor games, "Willie, 
get the red ball," "Let us form a circle," and other sentences may be 
put on the board. Thus the class learns thru incidental reading a 
large sight vocabulary almost unconsciously. The sight vocabulary 
must ever look to the text to be used so that its future functioning 
is assured. 



Use of Books. 

After the teacher has helped the child thru blackboard and 
chart reading to master a good sight vocabulary of words which 
are to occur in the first primer she is planning to use, he is ready 
for the big step — "reading from a book." If he has a good vocabu- 
lary, use of the book should be easy and enjoyable from the first. 
He should find stories here — maybe old friends — and not word 
problems at every turn. 



Plan for Teaching Reading and Phonetics 11 

Choice of Books. 

In choosing primers take those rich in literary content, simple 
in language, having much repetition and having the hygienic require- 
ments set down in "Psychology and Pedagogy of Reading," by 
Huey. 

Holding Books. 

The book should be supported at from fourteen to sixteen inches 
from the eye. The child should be situated so that the light falls 
over his shoulder onto the printed page. The angle at which the 
book is supported should be a right angle to the eye when the head 
is erect and the eye dropped. Little children when standing need 
both hand's, as a rule, to support the book ; when seated the book is 
supported by the desk and the hands should keep it at the correct 
angle. 

Use of Manuals. 

All the modern primers have manuals to help the young teacher. 
By the study of the manual she obtains the author's idea of how 
his primer should be used and it is wise to become thoroly familiar 
with this help. The state primer has a manual to help in its use. 

There are also charts, flash cards and supplementary helps. The 
teacher should have one set, at least, to know what the author aims 
to secure. 

Poetry. 

Poetry should be read' or given in song to every child every day, 
from the time he is a month old until he is ten years. He will have 
acquired the poetry habit then, and nothing in after life can rob him 
of this literary heritage. After four years of poetry wisely chosen 
and well read he will have such a love of poetical literature estab- 
lished that he will never be bored by poetry, because he understands 
its language. 

The nursery rhymes and simple child verses of the poets who 
loved little children should be his first poems. Story-telling poems, 
ballads, national and patriotic poems, as well as those having holidays 
as their theme, should come next. 

With Clara Hunt, let us help this neglected field to bring forth 
more abundantly by following her advice : 

"Begin early. 

Read poetry every day. 

Read the right poems at the right time." 



12 



Plan for Teaching Reading and Phonetics 



The following are a few of those suggested to be read to first- 
graders. For more poems see the bibliography. 

Poems to be Read to Class. 



Author 


Title 


Welsh. 


Nursery Rhymes (many 




should be learned). 


L. M. Child. > 


Thanksgiving Day. 


Mrs. F. J. Lovejoy. 


Golden Rod., 


Mrs. Follen. 


The New Moon. 


E. C. Stedman. 


What the Winds Bring. 


P. H. Hayne. 


Pine Needle. 


L. M. Child. 


Who Stole the Bird's Nest? 


E. Poulson. 


The Sunbeams. 


Bates. 


Who Likes the Rain? 


Bjornson. 


The Trees. 


J. Taylor. 


Twinkle, Little Star. 


M. Douglas. 


The Song of the Bee. 


Stevenson. 


Child's Garden of Verse 




(special selections). 


Alexander. 


All Things Beautiful. 


Rossetti. 


Boats Sail on the River. 


Rossetti. 


Who Has Seen the Wind? 


Cooper. 


Come, Little Leaves. 


Houghton. 


Good Morning and Good 




Night. 


Welsh. 


Mother Goose Rhymes. 


Wadsworth. 


Over the Meadow. 


Thaxter. 


Spring. 


King David'. 


Twenty-third Psalm. 



Seat Work or Manual Work. 

All work with the teacher should be followed by independent 
hand work, or should have a seat work or project growing out of it, 
which will aid in impressing the oral work. Seat work should be 
worth while, commensurate with the ability of the child and connected 
with the lesson just taught. 

Primers for First Grade. 

Free & Tread-well. 

Elson-Runkel. 

Riverside. 

Summers. 

Mother Goose Reader. 

Edson-Laing, Bk. 1. 

Young & Field, Bk. 1. 



Story 'Steps. 

Bow-wow and Mew-mew. 

Story Hour. 

Aldine. 

Progressive Road, Bk. 1. 

McMahon. 

Hiawatha Primer. 



Plan for Teaching Reading and Phonetics 13 

Second Grade 



Aim. 



The purpose of reading in this as in the other primary grades is : 

1. To gain control of the printed and written page. 

2. To encourage the love of the best in the literature of childhood 
by reading only those books which are literary in their content. 

3. To inculcate a love of poetry suited to the age of the child', 
thru the child's hearing much good poetry well read by a teacher 
who has thru study imbibed its spirit. 

4. To instill respect for books and their manufacture by showing 
the class some of our best books and the work of the finest illustra- 
tors. 

5. To accustom the child to good silent reading habits. 

The elimination of lip movement is cultivated thru judicious 
praise of those who show the best lip control. Good grouping and 
rapid' eye movement are encouraged — no word reading should be 
allowed. Silent reading and questions to prove the child's grasp of 
the content is suggested, once a week at least. Increased inde- 
pendence, thru increased phonetic power, in solving word problems, 
should be taught. "Never tell a child what he can find out for him- 
self." 

In oral work aim to secure smooth, fluent, expressive reading 
thru the removal of all the stumbling blocks during the study-recita- 
tion period. 

Unphonetic words should be attacked thru the context or the 
setting. Phonetic words are solved by the pupils themselves who 
have learned the phonetic elements. 

Not until the pupil has mastered all the phonetic combinations 
in the English language can he be held responsible for all new words. 

Dramatization. 

In the first grade where the child is just beginning to read the 
dramatization of the story often precedes the reading. It follows 
the reading in the second and' third grades. The purpose in the first 
grade is to help the child to visualize and organize the story he has 
been told, and to read with meaning and expression the same story, 
later on. The purpose in the other grades is to give him a chance 
to organize orally, actively, and socially the story he has just read. 
If possible every child should take part in each dramatic effort. No 
finished work is advocated. The aim is freedom of body and co- 
ordination of voice and bodily expression, also to test the child's 
understanding of content. 



14 Plan for Teaching Reading and Phonetics 

At first the dramatization is free or experimental, but soon the 
dialogue becomes fixed, as children so soon memorize the exact 
wording of speeches. Then it may be correlated with their language 
work and written down as a permanent thing. It may be bound in 
booklet form and' even illustrated by the individual as suits him. 

It should be a social, unselfish exercise, each character, no mat- 
ter how insignificant, doing his best for the good of the whole. The 
fairy stories most full of action and with the least description and nar- 
ration lend themselves most easily to dramatization. Let class and 
teacher make their own dramatizations. The steps are : 

1. Choose a story that has much dialogue and action. 

2. Read as any other story: (1) study-recitation; (2) oral re- 
reading of same. 

3. Re-telling of the story logically by the pupils, cutting out all 
description and narration and substituting the action and the dialogue. 

4. Choose characters and play the story. 

Poetry. 

Poems of the home, nursery and childhood should be read to the 
pupils every day by a teacher who loves and has studied each poem 
until she has caught its spirit. All the poems in the primary readers 
should be read by the teacher to the pupils. The poems should be 
read to the children many times before they are asked to find them in 
their books and read them for themselves. It is better not to have the 
children read them at all, than to attempt the impossible. When the 
poems have sung their way into the children's souls, and they crave 
to read them, and can do so without stumbling, is the only time to 
allow the children to try. 

No poem which a teacher asks a class to commit should need to 
be read by her. She, herself, should know it before asking a class to 
learn it. 

Besides the poems in the readers choose the appropriate ones 
for each grade from the bibliography of this outline. 

Poems to Read. 

Stevenson, Child's Garden of Verse (selections). 

Child, Thanksgiving. 

Field, The Duel. . 

Field, Wynken, Blynken and Nod. 

Coolidge, How the Leaves Came Down. 

Inglelow, Seven Times One. 

Houghton, Lady Moon. 

Rossetti, Milking Time. 

McMurry & Cook, Songs of Treetop and Meadow (selections). 



Plan for Teaching Reading and Phonetics 15 

Readers for Second Grade. 

Progressive Road'. Story Hour, Bk. Nos. 1 & 2. 

Book Nos. 1 & 2 and Int. III. Wide Awake, Bk. No. 2. 

Free & Treadwell, Bks. 1 & 2. Riverside, Bk. No. 2. 

Horace Mann, Bk. No. 2. Thompson, Bk. Nos. 2 and 3. 

Storyland in Play No. 1. The Circus Readers. 

The Heath Reader. Children's Classics in Dramatic 

Young- & Field, Bk. 2. Form. 

Third Grade 

Reading. 

After two years of study-recitation work in reading, when thot- 
ful, silent reading, smooth, expressive oral reading and solving of 
word problems by contest and phonetics have been insisted upon, 
the pupil should approach the third readers with eagerness and joy. 
He should read with pleasure to others and for the pleasure of 
others. He should show increased power in attacking and conquer- 
ing word problems and marked fluency in oral reading and speed in 
silent reading. Of course, he cannot yet solve all problems for him- 
self, but before he reaches the fifth grade he should be able to do so. 

Study Recitation. 

Literature requiring for its true interpretation and meaning the 
inspiration and oral aid of the teacher should be used as a study reci- 
tation. The method of conducting the reading in this, as in the 
preceding grades, is by supervised study. The pupils are assigned a 
paragraph or a page, as the case may be, to read silently, and dis- 
cover if they need any help over difficulties. The teacher clears up 
class difficulties by directing the attention of all to special words or 
phrases whose pronounciation or meaning may need some help. The 
blackboard is used if syllabication or diacritical marks are needed. 
The teacher then goes around and assists individuals as they require 
her. She shows him the part of the word that he knows and pro- 
nounces for him what she knows that he cannot be expected to 
know. She asks him questions to prove the word or content mastery. 
She uses the blackboard where she feels that the script form will 
help or where a group need the same assistance. After the assign- 
ment has been thus studied, oral reading for appreciation may follow. 
If the pupil stumbles or needs assistance in the oral rendering and 
so loses the force of the thot expressed it is best to tell him the 



16 Plan for Teaching Reading and Phonetics 

word at once rather than hold up the whole class. The pupil has 
either forgotten it or never knew it. Telling him the word during 
the oral reading is necessary to prevent a break in the train of thot 
or a temptation to guess at the word. 



Oral Reading. 

Oral reading should be of matter studied during the study-reci- 
tation period or from books of the grade lower. Oral reading should 
now be for the pleasure as well as to prove the individual mastery of 
the material. It must be smooth and meaningful. After the whole 
selection has been handled by the study-recitation method an oral 
reading of the whole is advocated. 

When books can be secured from the grade lower, or from the 
county or city library of material easy and interesting enough to 
insure smooth and pleasurable oral reading, after once reading it 
thru silently, or if it is easy enough to read without a preliminary 
silent reading, such oral reading should be encouraged. But hesi- 
tating, stumbling word pronouncing instead of fluent, intelligent 
phrasing should not be tolerated in the third grade. If you have 
stumbling, hesitating, oral readers the cause is probably one or more 
of the following: 

1. The matter is too difficult for the pupil. 

2. The material has not been properly studied. 

3. The pupil's knowledge of phonics is not being applied to 
solving the word' problems. 

4. The pupil is reading words without relating them to the 
group. 

Provide a motive for the oral reading lesson, such as, let some- 
one surprise the class by reading a short story no one has read; let 
the class select the best reader to read on a program or for another 
grade ; let some child prepare to read for opening exercises. 



Silent Reading. 

In this grade we have more silent reading for content, oral 
discussion and written reproduction than in the preceding grades. 
Whenever the subject in the reader is non-literary or descriptive in 
its character, have it studied and talked about. When some para- 
graphs or sentences are long, involved or difficult it is better for the 
teacher to read them and talk them over with the class. Silent 
reading and discussion led by the teacher is better than labored oral 
reading by some pupil. Silent, independent reading of library books 
in and out of school should be directed and encouraged. 



Plan for Teaching Reading and Phonetics 17 

Sight Reading. 

By sight reading is meant attacking new material and reading 
it orally without preparation. Only very easy, interesting stories or 
material of a grade lower should be used. Sometimes books of 
literary value brought from home may fit in for sight reading. Let 
each child have a short or long paragraph to read, according to 
his ability. Since sight reading demands the eye sweeping ahead 
of the voice, slow tempo is called for. Since all should be listening 
with closed books the reader must use good, clean-cut enunciation, 
correct pronunciation and smooth phrasing. The test of good sight 
reading is the interested attention of the hearers. 

Poetry. 

Poems in the readers should be heard and not seen the first 
time This means the teacher must read them to the class. Her 
aim is to inspire the class with a love of poetic beauty and music, and 
motivate a desire to read the poem for themselves. Therefore, the 
teacher must have studied to re-create the poem with an audience 
in mind If the poem has been well read the children should want 
to find it and follow it thru while the teacher again reads it. Then 
after a chance to study it, the pupils should have a chance to read 
it to the class. Make the reading of poems to the class by each 
child an honor to be worked for, and you will stimulate the chil- 
dren's desire to become, thru study, good readers of poetry. 

Poems not in the book which emphasize particular seasons, 
times holidays, historical events, heroic deed's, etc., should be 
read at the appropriate time, in the teacher's best style. Our very 
best reading of poetry should be for young rather than mature hear- 
ers. For suggestions as to sources or books of good poems, see the 
bibliography at the end. 

Dramatization. 

As in second-grade dialogue reading and dramatization of a 
story follows the class study-recitation of the story. Follow the 
steps set down under "Dramatization" for second grade. Begin 
by using stories of few characters and repeat with different groups 

of children. , , , ,, 

Do not choose the same leaders or the best readers for the 
leader's parts. The purpose is to develop oral expression and 
bodily freedom in the poorer readers thru this exercise Whenever 
possible, try to have all the class take parts by letting them be trees 
swayed by the wind, bushes which cut off the road, etc. _ _ 

Encourage dramatization once a week. Let imagination have 



18 Plan for Teaching Reading and Phonetics 

full sway. Have few if any costumes and only the crudest of 
properties, if any cannot be imagined. 

A very simple costume, a feather, a paper cap or an apron often 
adds much to a dramatization. By encouraging only the simplest 
of costumes the teacher will provide a motive for the children's 
handwork. 

Try to make the whole story live. Don't play thinking of an 
audience. Play to each other. 

Readers Suggested for Third Grade. 

Free & Treadwell, Bk. No. 3. Story Hour, Bk. No. 3. 

Progressive Road, Bk. No. 3. Aldine Second Reader. 

Prog. Road, Intro. Bk. No. 3. Thompson Readers. 

Classic Second Reader. Art. Lit. Reader, Nos. 1 & 2. 

Child Lore Dramatic Reader. Aldine Third Reader. 

In Fableland. Art. Lit. Reader No. 3. 

Children's Classics in Dramatic Young & Field Literary Read- 
Form, Book No. 2. er No. 3. 



Fourth Grade 



Purpose. 

With this grade we should find that the ability of the pupils is 
such as to make the reading extensive — many books should be read — 
rather than intensive — demanding study of word problems. Pupils 
should read orally not only to prove their mastery of the printed page, 
but also to interest or instruct their hearers. They should read much 
silently for content and discussion. 

The interest of the child is not confined altogether to folk and 
fairy tales ; it is branching out into the world of real people and 
current life. The pupil is beginning to read' to learn, whereas in the 
lower grades he was learning to read. 

Oral Reading should be confined to material worth reading to a 
group wanting to hear it. The hearers should be trained to listen to 
the message and be ready to discuss it. 

Sight Reading of easy books of a grade lower or of single copies 
of good literary material is worth while only if it is read smoothly, 
unhesitatingly and intelligently. 

Silent Reading of informational material and its discussion 
should take place in the nature study, geography and history periods 
more than in the reading period. 



Plan for Teaching Reading and Phonetics 19 

Material. 

Interesting material is a most important factor in keeping the 
standard of reading high in this grade. It must be literature that 
grips the interest and holds the attention. It must be imaginative, 
full of action and have a satisfying story. The reading period, four 
days out of five, should be devoted to the literature of power — that is, 
the literature which appeals to the emotional and spiritual life of the 
child. It should have a distinct imagery and beauty of language. It 
should strengthen his moral judgments and increase his emotional 
experience. 

The material for fourth-grade reading should be diversified, and 
suited to the needs of the individual and the time of the year. The 
teacher should segregate the material in her readers as to season and 
difficulty. Never take a reader and use it just as you would a 
complete story from beginning to end. Choose the order of your 
selections and discard if necessary. Material must be progressive 
in its difficulty to secure increased skill in expression and keep up 
the interest. 

As the taste for good literature is developed in the middle 
grade, the teacher who realizes the importance of securing the 
right material for this grade will not slight this most important 
part of her teaching. 



The Library Habit. 

^References : Huev, Chapt. 19 ; Briggs & Coffman, Chapt. 25 ; 
L. W. Rapeer, pp. 194-196. 

The direction of outside reading is of great importance. It 
is in this grade that we should establish the library habit, as indis- 
criminate and unguided reading often results disastrously. Pupils 
should be taken en masse . to the nearest public library, or the 
school library, and allowed to browse for a while among the chil- 
dren's books. Then a little talk by the librarian or teacher should' 
be given as to the proper use of the library. Membership cards 
should be distributed. Attention should be called to the location 
and assortment of books. Individual tastes and differences should 
be considered and suggestive books listed for further reading. 

During the language period once a week reports of the home 
reading should be made. The reporter should stand w r ell before 
the class, very briefly outline the story and tell why he liked it. 
These reports should inspire others to read the book. Portions 
which make a special appeal might be read by the different pupils. 



•Note — All books referred to are included in the bibliography at the end. 



20 Plan for Teaching Reading and Phonetics 

Keep a list of books from which pupils may choose and check 
them off as they are read. 

Keep a list of the hooks read during the term, and the names 
of those reading them. Have a browsing table upon which some 
of the best books are always found, and' let the pupils go to this 
table for extra material during- school hours. 



'to 



Silent Reading. 

References: Klapper, pp. 17-26, 137-9; Huey, Chapters 2, 3, 4, 
5, 6, 7, 8 and 9. 

Silent reading is of far more importance in life than oral 
reading as so much educative information comes thru extensive 
reading. Children often fail in other subjects, not so much because 
they do not know what is needed, but because they do not interpret 
what they read or what really is asked. 

All literature of an informational nature should be read silently 
and discussed. This includes geography, history, nature study and 
arithmetic, as well as much of the material in the readers which is 
informational in character. 

Since most of the mechanical difficulties have been overcome in 
the first three grades, reading should be extensive. The rate of 
reading now becomes an important factor. Speed in reading is 
related to efficiency in comprehension. The rapid reader is the 
thotful reader. In silent reading the aim is to teach the child to 
read rapidly, accurately and' understandingly. Pupils must be aided 
to grasp groups of words in fixation pauses, or to see two or more 
words during each eye-sweep. 

Drills to secure correct eye-sweep. 

1. Print common phrases on cards. Expose card; cover; call 
for phrase. 

2. Have written on the board phrases which occur in the day's 
lesson. Have them covered with a map or window shade. Expose 
one phrase at a time ; cover again with map ; call for phrase. 

3. On command from the teacher the books are opened at the 
page cited. One paragraph is called for. As pupils finish reading 
they close books and stand. Teacher questions for content. 

4. On word of command a page in the book is found and the 
books turned down on the desk. At a second command the books 
are turned and each reads as much as he can in thirty seconds. 
Questions on content are asked. The number of words read are 
counted and' reported by individuals. 



Plan for Teaching Reading and Phonetics 21 

Study-Recitation. 

References: Briggs & Coffman, Chapters 14 and 15; Klapper, 
Chapters 9 and 10; McMurry, Chapters 9, 10, 11, 12 and 13. 

Material for study-recitation embraces all literature of power. 
That is, literature that is imaginative and emotional in its nature. 
This includes poetry, dramatic reading, impassioned prose and 
material having much dialogue or beautiful description. This sub- 
ject matter demands the guidance of the teacher in order that the 
class be led to true appreciation of the subject. An interesting and 
enthusiastic approach, an appropriate setting and the creation of 
the right atmosphere by the teacher usually insures a pleasurable 
response from a class of young people beginning a masterpiece. 

Many children have acquired no love for literature because the 
inspiration of the teacher's voice was absent during its study. Silent 
study alone does not beget joy in attacking new literature. To in- 
sure enthusiasm in the study of all literature of power, the teacher 
must contribute the personal inspiration by her sincere joy in the 
subject, and her share towards its interpretation, by introducing 
the class to it thru personal experiences and pictures. Study it 
with the class and as the pupils gain mastery call for oral reading 
of passages by different children. It is well for the teacher to set 
a standard from time to time by reading her share — a paragraph 
now and then. 

Assignment. 

References : Briggs & Coffman, Chapter 22. 

An assignment demands adequate preparation on the part of 
the teacher. It should be carefully planned and methodically given. 
In this grade the pupils should be guided in right habits of inde- 
pendent study. During the study-recitation period of the three pre- 
vious grades they have always studied under the personal guidance 
of the teacher. Now they should also be led to pursue the same 
course independent of the teacher with only written suggestions. 
With this end in view the blackboard assignment takes the teacher's 
place in directing the pupils in "how to study." It should contain 
questions which shape the thinking process of the individual, 
which lead to instructive thinking, initiative and originality. Ma- 
terial of a descriptive or narrative nature lends itself well to silent, 
independent study as does all literature of information. The assign- 
ment is the silent guide. 

Points in Making An Assignment 

1. The questions should call for careful, thotful reading and 
should stimulate each child with a desire to discover by study. 



22 Plan for Teaching Reading and Phonetics 

2. Words whose meaning is unusual should have attention 
called to them. 

3. Questions to aid in correct oral interpretation should be 
given. 

4. If pupils cannot use the dictionary, but know the diacritical 
marks, the unfamiliar words and proper names should be marked on 
the board. 

Oral Reading. 

Oral reading may be of the material studied in the study-reci- 
tation period or during the blackboard assignment period, or it may 
be sight reading of books from a grade lower. The recitation should 
discuss all the phases of the assignment and clear up all personal 
difficulties before oral reading is begun. 

There is a social motive in oral reading. It should be for the 
purpose of interesting the hearers by a good interpretation of what 
all have studied, or by the presentation of new material in a smooth, 
fluent, intelligent way. The speaker or reader must feel the power 
of his message and the need of getting it over. The rest of the 
class must be trained to listen. 

Three factors are necessary for good oral reading: 

1. A message worth delivering. 

2. A good messenger. 

3. A receptive listener. 

To secure the first the teacher must choose selections suited to the 
ability and tastes of her pupils. To secure the second, preparation 
thru supervised study or a good blackboard assignment is necessary. 
For the third all books should be closed and the listeners required 
to discuss the content and comment on the rendering. 

Reading for Appreciation. 

As in the previous grades much good poetry should be read to 
the class. One reading period a week might profitably be used for 
this purpose. In the literature period as well as during opening 
exercises this practice should prevail. Poems in the readers should 
be read to the children by the teacher first and later studied and 
read by the class. Poems and selections from library books which 
the children can enjoy from hearing should be carefully chosen 
and well read by the teacher. During the reading the teacher should 
pause after an especially beautiful description, call attention to its 
charm and maybe re-read it. Such stories as "The Land' of the 
Blue Flower," by F. H. Burnett, and "The Blue Bird," Maeterlinck 
(Silver Burdett Ed.) are among those suggested for this appreciative 
reading. 



Plan for Teaching Reading and Phonetics 23 

Poems of action, such as "Paul Revere' s Ride," "The Ride from 
Ghent to Aix," should be read so vividly as to preserve the movement 
and vivid picturing and create a desire in the hearer to reread it for 
himself. 

Dramatization. 

References : L. W. Raper, pp. 197-206 ; Chapman & Rush ; 
Rapeer, p. 176, pp. 192-194 ; Gesell, Chapter 10. 

Dramatization in this grade follows mastery of the story and 
some memorizing of the exact wording should be encouraged. Its 
purpose is to increase sociability, improve expression and insure co- 
ordinated freedom of voice and body. Dramatization of scenes from 
"Peter Pan" in which the exact word's of the author should be learned, 
strengthens the memory and impresses upon the pupils the successive 
steps in the development of the story. When a free dramatize 
has been well given the class might re-present it for the benefit of 
another class in the school. This reward often motivates the 
learning of the speeches well and a better play spirit. 

Simple pantomimes for freedom of body and social expression 
might be begun in this grade, such as "Training a dog," "Watching 
a balloon rise and accidentally fall," etc. Each child may at first 
give one expression and later two may work out some scene together, 
such as playing marbles, buying and selling, etc. 

Tests. 

References : L. W. Rapeer, pp. 197-206 ; Chapman & Rush : 
Kansas City Reading Tests. 

Definite standards of achievement by which teachers may meas- 
ure their pupils more accurately have been worked out by different 
educators. These are known as tests and are guides which no 
teacher can afford' to neglect. Xot only do these tests assist the 
teacher to see her pupils' weaknesses and set about correcting them, 
but thru systematic tests each pupil is enabled to measure his own 
achievement and compete with himself. 

There are tests to measure (1) rate of reading, (2) comprehen- 
sion and (3) retention. The Thorndike tests are best for ascertaining 
the reading pace and content of silent reading; for measuring the 
oral reading use the W. S. Gray reading scale. The Kansas City 
tests are recommended for silent reading. 

The standard reading tests should be given as frequently as 
even,- six weeks and individual graphs kept. Their own progress 
from time to time will make an appeal to the pupils. 

After each test the teacher and children should aim bv svstematic 



24 Plan for Teaching Reading and Phonetics 

exercises to increase the reading pace, establish habits of intelligent 
and rapid mastery of the contest and to concentrate on the phrase- 
ology sufficiently to improve the retentive ability. 

Books for Fourth Grade. 

Literature of Power 

Progressive Road, Book III. and IV. 

Beacon Third Reader. 

Peter Pan, Silver Burdett Edition. 

Heath's Third Reader. 

Free & Treadwell Fourth Reader. 

Holton Curry Fourth. 

Everyday Classics, Fourth Reader. 

Baldwin's Old Stories of the East. 

Baldwin's Fifty Famous Stories Retold. 

The Blue Bird, Silver Burdett Ed. 

Literature of Knowledge 

Great Americans for Little Americans. 

Pratt's Beginner's American History. 

"Docas," Snedden. 

Farm Life Readers, Book IV. 

Around the World, Book III. 

Big People and Little People of Other Lands. 



Phonetics 

First Grade 

Aim. 

Since English is "imperfectly phonetic," and yet is sufficiently 
so to assist the child in discovering new phonetic combinations, 
phonetics must be made the handmaid of reading. Resolving words 
into their phonetic elements and recognizing these elements in new 
combinations is the aim of the phonetic period. Thru phonetics 
the child becomes self-helpful; he has the key to unlock the word- 
problems for himself. 



Plan for Teaching Reading and Phonetics 25 

The value of phonetics is that — 

1. The ear is made more sensitive to correct sound. 

2. Enunciation and pronunciation are improved. 

3. Mispronunciation is materially reduced and correct use of 

the mother tongue functions as a habit. 

4. The child learns how to attack and solve word-problerns. 

5. The child acquires confidence in his own ability to help 

himself — becomes independent of the teacher. 

The phonetic lesson occupies a separate period from the reading 
but is closely related to it. In the first grade the phonetics is 
based upon the child's command of the mother tongue and his sight 
word vocabulary in reading. At first the child discovers with the 
teacher's help the sounds composing words. Later he discovers 
for himself new words made from the sounds he knows. 



The Mother Tongue. 

The child has learned to speak by imitation but often he comes 
to school with imperfect English. The cause is sometimes due to 
dentition, to the imperfect models that he has imitated, to careless 
or imperfect hearing or to the fostering of baby talk by his elders. 
Whatever the cause of his imperfect speech (outside of pathological 
defects), may be, it must be improved, and it is during the phonetic 
period that definite means for this corrective work should be fol- 
lowed. 

During the first year the work in phonetics should have par- 
ticular bearing on the use of the English language. The early 
part of the work should consist in testing and establishing ear 
acuteness, correcting speech defects and establishing speech accuracy. 
We should begin the cultivation of good voice placing, flexible use 
of lips and tongue, correct pitch and radiation in all the spoken 
work. Music and phonics should go hand in hand, and much must 
be done thru games and play. 

In school the child should hear only perfect models. The 
teacher must listen to know if the pupil imitates her correctly, and 
if he does not, train him to do so. After he has a sight vocabulary 
from work in reading, his eye must be trained to recognize the 
printed symbols of his oral language. All lessons in phonetics must 
include ear, lip and eye training exercises. It may be necessary for the 
teacher to show a pupil how to mold a word or element with which 
he has difficulty, by exaggerating the lip and tongue position herself, 
and by being absolutely correct in her own phonetic knowledge. 



26 Plan for Teaching Reading and Phonetics 

Ear Training. 

The purpose is to make the ear more acute in order that the 
child may hear and correct his own speech defects. 

Means — In the phonetic period play some of the ear training 
games of the kindergarten, such as the circle-singing, bell-ringing 
and voice-guessing games. Play whispering games similar to the 
"Silence" game of the Montessori School. 

Suggestive Exercises for Ear Training 

1. Strike different objects with a stick, first with the eyes open, 
then with eyes closed, and see if the hearers can tell the object struck. 

2. Begin rhymes by whispering the first line and let the children 
complete the rhyme. 

3. Begin to say some child's name by elongating the initial 
sound'. See who can complete. 

4. Let one child close his eyes and another say, "Good morn- 
ing," and see if he can name the speaker. 

5. Give the first sound of some article in the room and let the 
children guess the article. Give a hint as to location, color or 
use if there is difficulty in guessing the word. 

6. Fill cans with different sized pebbles and let the children 
arrange the cans in order, from the biggest pebbles to the smallest, 
by hearing them rattle, only. 

Many ear training devices will be found in magazines, the 
manuals named in the Bibliography, and books on phonetics. Others 
will suggest themselves to the enthusiastic teacher. The aim of this 
ear work is to sharpen the hearing and stimulate attention so as to 
insure correct oral reproduction. 

Lip or Vocal Exercises. 

The aim is to inculcate good speech habits. 

Means — 1. Teacher pronounces slowly and distinctly some care- 
lessly pronounced phrases ; a child imitates ; the class reproduce. For 
example : 

This is good — emphasis on ih and d. 

Is this good? — emphasis on th and d. 

Is this right? — emphasis on th and t. 

This is right — emphasis on th and t. 

This is my right hand — emphasis on th, t and d. 

This is my left hand — emphasis on th, t and d. 

'Good Morning ! — emphasis on d and ng, etc. 

2. Teacher pronounces a few words of same initial, or final 



Plan for Teaching Reading and Phonetics 27 

consonant, commonly misused by little children and class or indi- 
vidual reproduce. 

r — run, right, round, road, etc. 
th — this, that, them, then, etc. 
ing — going", coming, looking, etc. 
st — first, last, lost, must, etc. 

Use these words in sentences also. 

3. Teacher gives a word; children give others that rhyme as, 
"say," "day," etc. 

4. Teacher gives a sight word prolonging initial sound; class 
imitates her as "hhhhen". 

5. Teacher gives beginning of some sight word ; children imitate 
her, as "h" from "hen". 

6. Teacher gives beginning of a word, children give the ones 
they know beginning the same way, as "r", "red" ; "s", "seed". 

7. Teacher gives Mother Goose rhyme, leaving out rhyming 
word'; children give the word. 

8. Teacher names all the objects on a table ; child does the same. 

9. Collect all the poorly pronounced words heard during the 
rest of the day and make them function in sentences. Such words 
and phrases as "just", "been", "men", "get", "because", "fast", 
"can't", "must", "are you", "don't you", and many more will be 
found in every teacher's list. 



Suggestive Exercises for Flexibility of Organs of Arti- 
culation. 

Lips, tongue and jaw. 

1. Teacher trills the tongue. Class imitates. 

2. Teacher says, "Try, try, try again", exaggerating "tr" ; class 

imitates. 

3. Teacher says, "Tom Tinker trains toads" ; class imitates. 

4. Teacher laps tongue rapidly (cat fashion) ; class imitates. 

5. Whirr the lips ! 1. Teacher. 2. Class. 

6. Stick lips out. Draw back, showing teeth. 1. Teacher. 

2. Class. 

7. Open the jaw slowly. Close slowly. 1. Teacher. 2. Class. 

8. Say "Gobble! Gobble! Gobble!" four times. 1. Teacher. 

2. Pupils. 
Repeat these exercises as many times as seems necessary. Watch 
individuals in concert work and give special help and suggestions 
wherever such are needed. 



28 Plan for Teaching Reading and Phonetics 

Eye Training. 

As soon as sight words containing the easier initial consonants 
are known let the children discover the printed or written resem- 
blances in the beginning of these words. 

Key Word — The word from which the part is originally learned 
is called the key word. Whenever the child forgets the sound, the 
key word is re- presented to him. 

Steps in Eye Work. 

I. Initial consonants are taught first. Take the easier ones first 
from sight words, "e, m, h, f, and 1" are easy because they are made 
in the front of the mouth and have little obstruction. If you have 
two sight words with the same beginning, it is easier to teach the 
consonant from both than from one word. Thus, teach "h" from 
"hen" and "hop", but regard one as the key word, "b, d and g", the 
sub-vocals, are the most difficult of the simple consonants to pro- 
nounce correctly, alone. Delay teaching them until the class is fa- 
miliar with all the easier ones. In teaching this third step be sure 
that the other two steps are reviewed. 

Steps in Teaching Consonants or Simple Phonograms. 

Take "hen" as the sight word. Let children tell the word you 
are thinking of by your whispering it, elongating the consonant. Let 
them imitate exactly. Let them give you other words with the same 
beginning. Let them elongate the initial sound each time. Let them 
give the beginning only, that is, the "h" sound. Write the known 
sight word "hen" on the board. See who can cut off the "h" sound 
by putting a circle around it. Write the "h" under the original one 
many times, having each child say it as you write it. Present it on 
a flash card printed on one side and written on the other. See how 
many words in the reading lesson the children can find with the "h" 
sound at the beginning. Teach all the simple consonants except 
"x, y, z and qu" from sight words in this way during the first year. 

II. Families or Compound Phonograms. — After six or eight 
initial consonants have been learned teach the compound phonograms 
or families, which function in several words. Never teach a phono- 
gram unless it is found in three or more common one-syllable words : 
"at" and "ound" are examples of phonograms found in many words. 

Steps — Present the sight word containing the phonogram to be 
taught. Cut off the known initial consonant. Let children sound 
what is left. Rewrite the phonogram again and again under the key 
word. Write it away from the key word. Present it on a flash card 
written and printed. Build new words with it and the known conso- 



Plan for Teaching Reading and Phonetics 29 

nants. Have children use these words in sentences. Hold child re- 
sponsible for the phonogram whenever he finds it in a reading lesson. 



List of Phonograms. 

Let teachers make up their own lists of phonograms and teach 
them as they occur in the readers. The following list embrace the 
phonograms found in six or more of the best primers and should be 
known by the children before they leave the first grade. 



FIRST GRADE PHONOGRAMS 



ab 


ed 


in 


op 


ub 


ad 


em 


im 


orn 


ud 


am 


en 


\s 


ong 


up 


ap 


eg 


ix 


og 


um 


an 


et 


id 


ot 


un 


at 


end 


it 


ock 


"g 


ag 


est 


ind 


old 


ust 


and 


ent 


JP 


ocks 


um] 


ack 


ell 


ish 


oud 




amp 


eat 


ick 


out 




acks 


ear 


icks 


oil 




ank 


eep 


ink 


ou 




ang 


eed 


ing 


oy 




atch 




inch 


ook 




ask 




ill 


ound 




ate 




ipe 






age 




ide 






ade 




ite 






ame 




ight 






ake 










ail 










all 










alk 











ay 



Blends— "pi, fat, br, fr" 

The common blends which occur in "play, blue, brown and 
from" are easy, as the child knows the single consonant and has 
only to blend them together and give them orally. 



30 Plan fob. Teaching Reading and Phonetics 

Consonant Digraphs — "sh, wh, th and ch" 

"When the c hi ld meets these digraphs at the beginning of sight 
words he can separate them as easily as a single letter. They and 
blends are taught as opportunity presents and necessity- demands in 
the same way as initial consonant. 

Drills. 

To be sure that all phonetic knowledge is fixed, much drill 
most be given. JDrills must be interesting, worth while, short and 
full of '"pep". 



Second Grade 



Phonetics. 



Children come :: the second grade with some phonetic knowl- 
edge. The first thing is to review and if necessary refer to the 
key word to recall the original image. Then drill, drill,, DRILL. 
Each lesson must start with exercises to secure nke attention. Whis- 
pered commands for physical responses are suggested. See First 
and Third Grade '"Ear, Lip and Eye Drills". 

Vocal Exercises. 

The correct use of the speaking voice should be encouraged by 
giving frequent exercises for practicing good tones in speaking. 
The pleasant use of the speaking voice is more practical and as 
necessary, at least, as the cultivation of good tones in the singing 
---_ ice. The learning of gems in literature within the child's capacity, 
with emphasis upon good tonal quality, should be practiced. Correlate 
music and speaking voice work. Show the children how to use 
pure, full, beautiful tones, and work for open vowels and well 
enunciated consonants. Read poems in your best style and try to 
be a model in the correct use of our Mother Tongue. Realize the 
power, importance and beauty of the English language and the 
c ;.liren vou teach will realise it also. 

/ 

Ear, Lip and Eye Drills. 

Review all the exercises for flexibility of Grade 1. Review all 
the exercises for ear and eye work of Grade 1. Let the ear and lip 
drills continue the good work of the kindergarten and first grade. 



" for Teaching Reading and Phonzt::^ 



31 



Help the children to hear and con ;wn spei: 

itea Kee 
pronounced rds n the board anc 
chil I n from rfitef i 

:een corr the 

s permanent vocal 
Relate all phonic drill work to the reader and . 

In the new work teach ': : : no- 

gTams. By the < 

ind be r 
lound pi _ ' . ds w families ink: rowd c de- 

ments. 



OUTLINE OF SECOND GRADE PHONETICS 

Consonants. 

Review all the first-grade mnsonants and teach a : 

and ' 

Blends. 

Review first-j 

\ I . ' 

.- 
Triple blends : - : str sts nks Etc 



Drill on Blends. 

7: ins are the • - rally giving 

te new word at once, the following 

cards on which are printed two known ph 



1 






3 




i 












--; 






can 








mat 















Teacher ::t ; the first me herself 5 " 

new a I [ can take the heg 

of this word"* (points to c c: cat 
(points to an of make i 



32 



Plan for Teaching Reading and Phonetics 



is it? (Writes "can" on the board when pupil tells.) "I can take 
the beginning of this word" (points to m of "man") "and the end 
of this word " (points to at of "cat") "and make a word." "Can 
you?" "What is it?" (Writes mat as pupil says.) After writing 
one or two more on the board, No. 2, and No. 3 perhaps, pupils 
may try to blend silently as teacher points, and give orally without 
her writing. Make many such cards and use for drills to eliminate 
lip movement. 

If this step is too difficult for your group postpone it until third 
grade. 

Suffixes. 

Begin word building by adding "ing" and "es" to words. Take 
the words in their sight vocabulary for this work, as: go, going; 
fox, foxes, etc. 

Phonograms. 

The following list is merely suggestive and was made up from 
a number of second-grade readers. The principle is the same as in 
the teaching of phonograms in first grade, that is, teach those which 
occur in the sight work vocabulary and are useful in building three 
or more new words. 



Phonograms (Partial List). 



ast 


eat 


ine 


old 


uff 


ain 


ead 


ilke 


ould 


ung 


art 


eap 


ime 


our 


uck 


air 


ear 


ike 


orn 


ush 


ace 


eel 


ise 


ouse 


und 


are 


ean 


ind 


oot 




ame 


eek 


ire 


ook 




ail 


een 


ift 


oof 




aw 


eet 




one 




atch 


elp 




od 




ance 


ench 




oth 




ark 


elf 




oast 




ake 






ost 




ate 






ond 




aste 






ope 




ass 






oke 




ash 






oon 




ard 






ool 




ar 











Plan for Teaching Reading and Phonetics 



33 



If you have a Gordon chart No. 1 use it for articulation and 
enunciation drills and for word building. Better still, make a review 
chart of your own, adding each week the phonograms learned. If 
class is ready — knows all the above before the second year is ended, 
and its speech habits are above reproach, — let it begin on vowels. 
Otherwise, work on perfecting individuals in the English language. 
Each teacher should take pride in her own pure speech and aim 
to overcome her own speech faults by listening to herself as she 
talks, and correcting herself each time she blunders. 

Drill Words. 

During the first years of school correct speech habits must be 
firmly fixed. It is well for the teacher to correct the most commonly 
mispronounced words each time a slip is made. The following are sug- 
gested as the commonest among a long list which the teacher proba- 
bly knows. They should be used in language lessons as well as 
during the phonetic period. Always have them used in every-day 
sentences : 



get 


about 


catch 


next 


because 


often 


pumpkin 


j ust 


roof 


root 


February 


carry 


water 


eleven 


carrying 


girl 


toward 


dance 


little 


window 





Third Grade 



Phonetics. 

All the common phonograms have been taught, but review the 
list, giving for first and second grade to see how many have been 
forgotten. Drill on these with which the class still has difficulty. 
[Review all the consonants and their blends, and drill, drill, DRILL. 
Emphasize pleasant tones and inflections which convey the exact 
meaning. Work on expression of a happy tone, an afraid tone, a sad 
tone, a surprised tone, an angry tone, a soothing tone, etc., by the 
use of one word, such as "Oh," or by using short sentences, as, "I 
saw himyesterday", "It is a big bear!", "He is coming", etc. 

Review the phonograms for articulation drill from a chart 
upon which are the short vowel combination in columns by them- 
selves. Use Gordon charts No. 1 and No. 2, if such are in your 



34 Plan for Teaching Reading and Phonetics 

building. Teach the long and short vowels and' a few of the dia- 
critical marks. Correlate the spelling of phonetic combinations in 
words with the child's phonetic knowledge. 

Insist on all oral work being distinct, well enunciated and 
audible to all the class. Listen for careless, slipshod pronunciation 
and have it corrected, then and there. Praise beautiful, pure Eng- 
lish and encourage it at all times. Cultivate good speaking tones 
by correlating it with music. Read all the word's of the songs ex- 
pressively as well as sing them. Insist upon hearing every syllable 
and ending distinctly when the music and words are combined. Give 
simple tongue twisters for flexibility of vocal organs. See Briggs & 
Coffman, "Reading in the Public- Schools," pages 164, 5, 6 and 7. 

Aim for open, well-placed vowel tones, well-moulded consonants, 
and the preferred pronunciation of words as found in the latest 
Webster's Unabridged Dictionary. 

Ear and Lip Drills. 

Begin each lesson by testing the acuteness and attentiveness of 
the hearing. 

1. Give some softly whispered directions, as : "Boys, rise! Girls, 
rise ! Face right ! Rise on toes ! Sink !" 

2. Teacher whispers part of a drill sentence written on the 
board. Pupil gives the rest. 

3. Teacher whispers a drill word on the board. Pupil puts it 
in a sentence. 

4. Teacher whispers a word. Pupil gives another with same 
beginning, as "song", "sun". 

5. Same as 4, for words rhyming as "seat", "neat". 

6. Same as 4, with words containing same medial vowel, as 
"bill", "tin". 

Many other exercises similar to the above are possible. 

7. Give deep breathing exercises with exhaling on vowel and 
consonant sounds, as "ah, sh, ring". 

8. Repeat distinctly and rapidly, "ik, ip, it". 

9. Count twenty slowly and distinctly on one breath. 

10. Give exercises for trilling the "r", whirring the lips and 
lapping the tongue. 

11. Say "pre, pra, pri, pro, pru". 

Drills in Ear and Eye Work. 

1. Pronounce slowly word's in families and let child write. 

2. Pronounce one word of a family and see who can write the 
rest. * 

3. Pronounce a word and let the class write it in short sen- 
tences. 



Plan for Teaching Reading and Phonetics 



35 



4. After diacritical marks are taught take one vowel and pro- 
nounce it and let the class write and mark it. Then write five 
little words under it; all must contain the same vowel but different 
final consonants, as "hill, sink, stick", etc. 

5. Build up words from dictation, as : Write "an" ; make it 
"and"; make it "hand"; make it "handed"; make it "forehanded". 
Take others, as from "joy", get "enjoy", "enjoying", "enjoyment". 

6. Dictate, "ill, it, ist, ick, ink" ; "at, ack, ang, ash, ad, and", etc. 

7. Give short dictation exercises on each new sound taught. 
For list of words for dictation see the manuals on teaching 

reading. All have fine lists. 

The following words are suggested as needing particular atten- 
tion as to correct pronunciation : 



after 


donkey 


mischievous 


tune 


ask 


dew 


laugh 


Tuesday 


again 


drowned 


poem 


Wednesday 


attacked 


extra 


picture 


theater 


chimney 


February 


pitcher 


toward 


dog 


kettle 


recess 


yet 






route 


your 


Have each child use one or 


more in oral sentences. 



Outline of Phonetics to be Taught in Third Grade. 

1. Review all consonants of first and second grades. 

2. Review all phonograms of first and second grades. 

3. Review all blends of first and second grades. 

4. Review all diagraphs of first and second grades. 

Vowels and Diacritical Marks. 

1. To teach the short vowels. 

If class is ready, the short and long vowels may be taught 
during the last half of the second grade. 

Start with a number of known phonograms as ''at, ack, ad, ap, 
ag", etc. Let the children cut off the part they know — the consonant 
— and the same sounding vowel is left, namely, short "a". Show 
how "a" is marked when it has this sound but no helper (consonant). 
It has a curve over it, so : " x ". So "a" always has this one sound 
when it is so marked. Take "at" as the key word for short "a". 

Teach short "e" from et, ed, ell", etc. 

Use "bed" as the key word for short "e". 



Teach short "i" from "it, ick, ing," etc. ; "it" is key word. 
Teach short "o" from "ot, on, og," etc. ; "on" is key word. 



36 Plan for Teaching Reading and Phonetics 

Teach short V from *'ub, ut, ug," etc. ; "bug" is key word. 
2. To teach the long vowels— 

Teach the value of final "e" by the pupils' seeing how it changes 
the words "hop" to "hope"; "tub" to "tube", etc. Deduce "E on 
the end of little words usually makes the other vowel say its name". 
It is called the long vowel and is marked so "-", as "ate". Teach 
a, e, I, 6, u, by presenting them in families or words having final "e". 

Teach a from key word "ate". 
Teach e from key word "eat". 
Teach I from key word "ice". 
Teach 6 from key word "old". 
Teach u from key word "use". 

Teach the value of two vowels in one syllable-vowel digraph. 
Usually one says its name — the other is silent, as in "make", ''meat", 
"time", "hope", "tube". 

Teach "a" from arm. 

Teach "a" from all. 

Teach "a" from air. 

Teach "e" from her; "i" from bird. 

Teach "o" from word, and "u" from turn. 

The word or phonogram from which a vowel is taught is called 
the key. If after it is taught the child forgets the vowel sound, 
refer him to the key at once. Use the equivalent charts of the Gordon 
Method, if you have them, for word building. 

After the diacritical marks are known, let the children solve the 
word problems in the reading lesson by the teacher marking the word 
if the combination is new. NEVER MARK a combination known 
from a phonogram learned in the lower grades. Rather separate 
the word into the syllables and the pupils will sound the word out 
for themselves. Diacritical marks are like signboards — not needed 
by him who knows the way. 

Word Building and Spelling 

Connect the pupil's phonetic knowledge with the spelling and 
word building. 

1. Build words by adding "ing; ed; er" without change, as in 
"going, playing; jumped, talked; teacher, speller." 

2. Teach doubling the final consonant and adding "ing ; ed ; er," 
as in "hopping, hopped, hopper", etc. 

3. Build words by adding the prefixes "un" and "re", as in 



Plan for Teaching Reading and Phonetics 37 

"make — remake" ; kind — unkind", etc. 

4. Build words by dropping final "e" and adding "ing", as in 
"writing". 

5. Build words by changing "y" to "i" and adding "es", as 
"dry — dries" ; candy — candies". 

6. Build and drill on words containing the syllables and endings 
on the Gordon Charts No. 2 and No. 3. 

When the pupil has completed the three primary grades his 
speech should be distinct and accurate, and he should' be able to 
help himself over most of the word difficulties in reading. 

For the fourth grade are left the rest of the diacritical marks 
for vowels and all the diacritical marks for consonants. 

When the child knows these he should be taught the use of the 
dictionary. 

It is in the fifth and sixth grades that we learn how our primary 
reading and phonetics have functioned. Primary teachers should fre- 
quently visit these grades, see the weaknesses and proceed to 
strengthen themselves and fortify their classes against the repetition 
of such mistakes. 



Fourth Grade 

Phonetics. 

References: Gesell, Chapter II; Burrell, Clear Speaking and 
Reading; Klapper, Chapter 8; P. Smith, Oral English; Briggs & 
Coffman, Chapters 9 and 16. 

The work of the phonetics in the lower grades well done, is the 
basis of successful upper grade work. Building upon this, the 
teacher's task in the fourth grade is to emphasize the importance 
and beauty of perfect enunciation and correct pronunciation, and to 
prepare the child to become entirely independent in solving word 
problems. This independence means that he must be prepared to 
use the dictionary in the fifth grade. 

Personal faults need individual attention in ear and voice drills. 
This entails an explanation and demonstration by the teacher as to 
how the vocal organs — lower jaw, lips and tongue — are placed to 
form the sounds. Class or group faults demand untiring drill in 
order to get the vocal organs habituated to correct coordination. 
The price of improvement is drill, drill, DRILL. 

OUTLINE OF WORK 

Begin each phonetic lesson as in the previous grades by estab- 
lishing Ear Minded'ness. 



38 Plan for Teaching Reading and Phonetics 

Ear Work. 

1. Whisper or give orally, very softly and distinctly, words 
containing vowels often slurred or omitted, and require the children 
to put them into sentences. Use for this such words as "ge(o)graphy, 
hist(o)ry, po(e)m, etc. 

2. Words whose consonants are clipped: Use words like 
"six(ths), twelf(th), bread(th)", etc. 

3. Words frequently mispronounced; as "of(t)en, hei(gh)t, 
drown (e)d, poor, etc. 

Lip or Voice Work. 

Give breathing exercises each day during this period. Insist 
on good standing position in all oral work. This means weight on 
the balls of the feet, abdomen in, chest high, chin in and head up. 

Breathing Exercises 

1. Hand on lower ribs well toward the back, breathe in and 
out slowly and easily. Note expansion of ribs. 

2. Breathe in ; hold out the ribs and open the mouth, while 
teacher counts five ; close mouth ; slowly exhale thru the nostrils. 

3. Breathe in, exhale on "sh" very slowly. 

4. Breathe in, exhale on "h" very, very slowly. 

5. Breathe in, exhale on "ah" very, very slowly, with the tongue 
flat and the mouth wide open. 

6. Breathe in, exhale, counting ten forcibly. 

These suggestive exercises are for deep breathing and breath 
control at diaphragm. Many others can be given to vary the work 
each day. (See Briggs & Coffman, pp. 161-3.) 

Jaw — Give each exercise four times at least. 

1. Relax jaw and move it from left to right slowly. 

2. Relax jaw and move forward and backward slowly. 

3. Slowly open jaw very wide. Close jaw slowly. 

4. Opening jaws very wide, say "Gabble, gabble, gabble". 

5. Opening jaw very wide, say "Ah, father, ask Blanch what 
was wanted for war". 

Voice Exercises 

Aim: To secure open, free vowels and decided consonants 

1. "Mah-zah-skah-ah. Give on different tones. The aim is to 
open the throat and flatten the tongue. 

2. "Ip-it-ik". Hear the click of the consonant. 

3. "Ring-ring-ring". Give on different tones to get resonance 
on "ng". 



Plan for Teaching Reading and Phonetics 39 

4. "Nome-nome-nome". Give on different tones to secure open 
"o" and resonance on "m". 

Tongue 

1. Drop lower jaw; push tongue straight out; slowly roll back 
and touch the soft palate. 

2. Drop lower jaw. Hold jaw still. Lap with tongue very 
rapidly (as a cat laps milk). 

3. Trill with tongue, saying "tr" (1) with breath, (2) with 
voice. 

4. Use tongue twisters, beginning with "r' and "tr" as "Round 
and round the radical road the radical rascal ran", and ''Never 
trouble trouble until trouble troubles you". 

Lips 

1. Push out the lips, draw back, showing as many teeth as pos- 
sible. Say "ee-dee", ee-doo". 

2. Whirr the lips, (1) with breath, (2) with voice. Say 
"hwoo", blowing out the lips. 

For Exercises for Flexibility 

As class or individuals show, thru careless, slovenly speech, the 
need of limber lips and active tongues give exercises for flexibility. 
Review those listed under previous grades and encourage open vowel 
tones and clean-cut consonants in all work. Show the pupils the 
difference in the mould of vowels and consonants. A vowel is an 
open tone. A consonant is an obstructed sound. The lips, tongue 
and soft palate offer obstruction to consonants by being placed in 
certain positions. Show how "th", "h", "m", "p", etc., are made. 

Exercises for Inflection 

The aim is to secure as many different interpretations of one 
sentence as possible. Choose short sentences capable of many differ- 
ent inflections. 

1. Say "La-le-li-16-loo" to express: (1) decision, (2) joy, (3) 
anger, (4) surprise, (5) fear, (6) disgust. 

2. Say these sentences also to express all the different emotions 
listed above. 

"I never did it". 
"Sail on, and on, and on!" 
"Now, to the task !" 
"He never came back". 
'Yes, I am going". 



40 



Plan for Teaching Reading and Phonetics 



Articulation and Pronunciation Drills 

Orally use in ordinary, every day sentences the following words, 
as well as others daily misused : 



about 


kept 


forehead 


forest 


deaf 


drowned' 


geography 


length 


enough 


pouring 


ant 


again 


history 


foreign 


aunt 


suppose 


forget 


height 


asked 


enough 


perhaps 


mountain 


government 





Eye Work. 

The visual work in this grade includes all the diacritical marks. 
Review a, e, 1, 6, u ; a, e, 1, 6, u ; a, a, ; £, % Z and u. 
Review the word-building of third grade. 
Teach the vowels from the following key words, 
a from "air" ; a from "ask". 
yjrom "my"; y from "baby"; y from "Myrtle", 
oo from "moon" ; <5b from "book". 
6 from "for"; 6 is equal to a in "all". 
a from "what" ; a is equal to 6 in "hot". 
e from "there" ; e is equal to a in "air". 
e. from "they" ; e. is equal to a in "day". 
i from "police" ; i is equal to e_in "seed", 
o from "prove" ; o is equal to oo in "moon". 
9 from "wolf" ; 9 is equal to 6t> in "book". 
y from "rude" ; u. is equal to 00 in "moon", 
u from "full" ; u 'is equal to 60 in "book". 

Teacher must have three or more words containing the vowel 
besides the key word when she develops the sound. 

Teach the diphthongs "ou", "ow" and "oi", "oy" ; "ou" from 
„j.». «„:» t '' ii'' • << ow " from "how"; "oy" from 



"found 
"boy 



01 



from 



Consonants and Their Marks. 

Teach q from "ice" ; c, is equal to "s' 
£ from "gem" ; g is equal to "j". 
n in "canon" ; fi is equal to "ny". 
n from "ink" ; n. is equal to "ng". 
^ from "is" ; £ is equal to "z". 
x from "exact" ; x is equal to "kz". 



Plan for Teaching Reading and Phonetics 41 

Suffixes and Prefixes. 

References : Pettengill, Chapter VII ; Hitchcock, Chapter XIV. 

The common suffixes and prefixes and their use are taught in 
this grade. Take a primitive word like "make", add the prefix "re" 
t0 '*"« V» et ° laSS discover how it: alters the meaning- of the word. 
Add "re" to many other words. Take the primitive word "go", add 
the suffix "ing" to it. Let the class discover how the addition changes 
the word. Add "ing" to many other words. 

Steps. 

1. Have on the board a list of words that may be modified by 
the addition of a certain prefix or suffix. 

2. Let pupils attach the prefix or suffix and tell the change in 
meaning. 

3. Teacher explains the meaning of the term "prefix" or "suffix". 

4. Class decide what the purpose of this prefix or suffix is and 
give definition of same. 

5. Use the new words in oral sentences. 

Teach one suffix or prefix for first lesson. Later two may be 
taught in one lesson. Prefixes to be taught in this grade are: "re, 
un, in, ante, non, mis". Suffixes: "less, ful, ing, tion, ly, ish er' 
ment, able, ness". 

Definitions: Besides the definitions of prefix and suffix, the 
class should learn the terminology of the diacritical marks as well 
as their use. The terms are macron, breve, diaeresis, semi-diaeresis, 
circumflex, tilde, cedilla, modified macron and suspended bar. 

Use of the Dictionary. 

References: Hitchcock, Chapters 12, 13 and 14; Metcalf & De 
Gamo; Bnggs & Coffman; Sherman & Read. 

After the diacritical marks, the accent mark and the hyphen 
have been taught, the child should be introduced to the dictionary 
and its use. Encourage the children to own their own dictionaries, 
if the school board does not provide them. Try to secure the Aca- 
demic, or better still, the Webster's Collegiate Dictionary. 

Steps in Teaching the Dictionary 

1. Review the alphabet forward and backward. 

2. With a dictionary in his hand, let each child discover for 
himself that the words are arranged alphabetically. 

3. Find the location of different letters, as "a, z, b, y, m", etc. 



42 Plan for Teaching Reading and Phonetics 

This leads to the discovery that "m" is the middle letter and the 
relation of the other letters to it. 

4. Let the children examine the dictionary and see all that it 
contains, besides words listed in alphabetical order. 

5. Give monosyllabic words whose initial consonant is the same, 
and whose medial vowels follow alphabetically as "bat, bet, bit, bog, 
but". Thus the child discovers for himself the alphabetical order of 
the word structure. 

6. Call attention to the guide or index words at the top of each 
page and their purpose. 

7. Drill on finding words with different beginnings to secure 
facility in location. 

8. Study all that is given in connection with one word and 
discuss reason for so many meanings. 

9. Give a list of commonly mispronounced words. Pronounce 
according to the diacritical marks and accent. Let child use correctly 
in short oral sentences, then and there. Hold him responsible there- 
after for correct usage of the same. 

In silent study period insist on the children looking up every 
word of whose pronunciation or meaning they are doubtful. Give 
silent study work dealing with words difficult of pronunciation and 
questions which compell children to discriminate as to use of syno- 
nyms. 

10. Have a weekly competition in drill for speed, such as the 
following : 

1. Teacher writes a word' on the board. (This should be a 
word needed in literature, history, language, geography, etc.) 

2. Pupils find word, and stand, numbering as they stand. 

3. Teacher calls for pronunciation or meaning of the word as the 
case may demand. 

4. Teacher calls for one good sentence for each word. 

The Merriam Company, Springfield, Mass., issue "A Chart of 
English Sounds" and a booklet, "The Dictionary Habit," which may 
be had on request and which are useful during this period. 



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